Antiracist Assessment Task Force

The AntiRacist Assessment Task Force focuses on the issues surrounding racism in current assessment practices. As members of the WPA, we realize that a recognition, across or organization, of the many ways in which structural racism affects assessment practices in colleges and universities could radically shift this embedded racism. Our ultimate goal is to eliminate racist assessment practices by educating about antiracist assessment practices.

Task Force Members

Sara Lovett (Chair)

Portrait of Sara Lovett
Sara Lovett

Sara Lovett is a third-year PhD student at the University of Washington in Seattle. She researches two-year college and basic writing pedagogy through the lenses of game studies and public writing. She is one of the assistant directors of the Expository Writing Program at her University.

Gavin Johnson

Portrait of Gavin Johnson
Gavin Johnson

Gavin P. Johnson is PhD Candidate in Rhetoric, Composition, and Literacy at Ohio State University. His research addresses the intersections of queer rhetorics, digital media theory, and composition pedagogy. He currently serves as the Second Year Writing Program Associate and Co-Associate Director of the Digital Media and Composition Institute (DMAC).

Eric House

Portrait of Eric House
Eric House

Eric House is a PhD candidate in the University of Arizona’s Rhetoric, Composition, and the Teaching of English Program. His research investigates hip-hop culture as a rhetorical intervention within processes of subjection and discursive production, and he focuses on the ways in which hip-hop compositions transform definitions and applications of writing and writing pedagogy.

Sarah Primeau

Portrait of Sarah Primeau
Sarah Primeau

Sarah’s research interests include cultural rhetorics, writing assessment, and first-year writing pedagogy.  Her dissertation describes the process of developing, teaching, and assessing a cultural rhetorics-oriented first-year writing course.

Kristin Vaneyk

Portrait of Kristin Vaneyk
Kristin Vaneyk

Kristin VanEyk is in her third year in the Joint Program of English and Education at the University of Michigan, Ann Arbor. Her research explores qualitative borderland and decolonial methodologies for privileging diverse student voices so that their experiences contribute to how we teach writing. Kristin is currently co-constructing frames for borderland writing assignments and assessments with undergraduate students.